Download - CA Cornerstone 2013 Grade 4 - final - Instructional … Correlation of Pearson Longman Cornerstone, Grade 4 ©2013 to the California English Language Development Standards Grade 4

A Correlation of

Pearson Longman Cornerstone Grade 4, ©2013

To the

California English Language Development Standards

for Grade 4

A Correlation of Pearson Longman Cornerstone, Grade 4 ©2013 to the

California English Language Development Standards Grade 4

2 SE = Student Edition TE = Teacher’s Edition

Introduction

This document demonstrates how Pearson Longman Cornerstone ©2013 supports the California English Language Development Standards. Correlation page references are to the Student Edition and Teacher’s Edition. Lessons in the annotated Pearson Longman Cornerstone Teacher’s Edition contain the facsimile Student Edition, and references at point of use to SIOP®, AIMSweb®, A+Rise®, and SELP2 (Stanford English Language Proficiency Test). Pearson Longman Cornerstone is a multilevel program designed for elementary English learners and struggling readers. The program blends rigorous, research-based reading and language skills instruction together with a balance of content-area readings and age-appropriate, high-interest stories. Pearson Longman Cornerstone has been shown to dramatically increase student achievement across all skill areas, particularly in reading comprehension, fluency, and writing. Districts that are using Pearson Longman Cornerstone report significant gains in standardized test scores within one year of implementation.

In a trial study, a language assessment pre-test was administered in February 2008, prior to the start of the Cornerstone pilot. A post-test was administered in June 2008 that showed impressive results: 108% increase in average class test scores and an 181% increase in median test scores.

Pearson Longman Cornerstone Highlights:

Academic vocabulary acquisition is accelerated through explicit instruction

Six thematic units per level organized around a Big Question provide a starting point

for building understanding of key concepts and academic vocabulary.

Each unit concludes with a variety of projects designed to provide evidence of understanding through built-in differentiated instruction.




Table of Contents

Part I: Interacting in Meaningful Ways .................................................................. 4 Part II: Learning About How English Works ......................................................... 20 Part III: Using Foundational Literacy Skills.......................................................... 27




California ELD Standards for Grade 4

Cornerstone Grade 4, ©2013

Grade 4 Section 1: Goal, Critical Principles, and Overview

Goal: English learners read, analyze, interpret, and create a variety of literary and informational text types. They develop an understanding of how language is a complex, dynamic, and social resource for making meaning, as well as how content is organized in different text types and across disciplines using text structure, language features, and vocabulary depending on purpose and audience. They are aware that different languages and variations of English exist, and they recognize their home languages and cultures as resources to value in their own right and to draw upon in order to build proficiency in English. English learners contribute actively to class and group discussions, asking questions, responding appropriately, and providing useful feedback. They demonstrate knowledge of content through oral presentations, writing, collaborative conversations, and multimedia. They develop proficiency in shifting language use based on task, purpose, audience, and text type. Critical Principles for Developing Language and Cognition in Academic Contexts: While advancing along the continuum of English language development levels, English learners at all levels engage in intellectually challenging literacy, disciplinary, and disciplinary literacy tasks. They use language in meaningful and relevant ways appropriate to grade level, content area, topic, purpose, audience, and text type in English language arts, mathematics, science, social studies, and the arts. Specifically, they use language to gain and exchange information and ideas in three communicative modes (collaborative, interpretive, and productive), and they apply knowledge of language to academic tasks via three cross-mode language processes (structuring cohesive texts, expanding and enriching ideas, and connecting and condensing ideas) using various linguistic resources. Part I: Interacting in Meaningful Ways A. Collaborative 1. Exchanging information and ideas with others through oral collaborative conversations on a range of social and academic topics CCSS: SL.4.1, 6; L.4.1, 3, 6 Emerging 1. Exchanging information/ideas Contribute to conversations and express ideas by asking and answering yes-no and wh- questions and responding using short phrases.

SE/TE: Discussions, 58, 120, 186, 244, 304, 370; Projects: interview, 59, 245, 305; 20 Questions, 187; Listening Skills: listen for specific facts, 307; The Big Question, 12, 32, 48, 78, 94, 108, 140, 156, 174, 206, 220, 234, 264, 278, 294, 324, 342, 360






Expanding 1. Exchanging information/ideas Contribute to class, group, and partner discussions, including sustained dialogue, by following turn-taking rules, asking relevant questions, affirming others, and adding relevant information.

SE/TE: Discussions, 58, 120, 186, 244, 304, 370; Projects: interview, 59, 245, 305; 20 Questions, 187; Listening Skills: listen for specific facts, 307; The Big Question, 12, 32, 48, 78, 94, 108, 140, 156, 174, 206, 220, 234, 264, 278, 294, 324, 342, 360; Listening Skills: Listen for main points and details, 206, 220, 234, 264, 278, 294, 324, 342, 360; Listen for General Meaning, 12, 32, 48, 78, 94, 108, 140, 156, 174

Bridging 1. Exchanging information/ideas Contribute to class, group, and partner discussions, including sustained dialogue, by following turn-taking rules, asking relevant questions, affirming others, adding relevant information, building on responses, and providing useful feedback.

SE/TE: Discussions, 58, 120, 186, 244, 304, 370; Projects: interview, 59, 245, 305; 20 Questions, 187; Listening Skills: listen for specific facts, 307; The Big Question, 12, 32, 48, 78, 94, 108, 140, 156, 174, 206, 220, 234, 264, 278, 294, 324, 342, 360; Listening Skills: Listen for main points and details, 206, 220, 234, 264, 278, 294, 324, 342, 360; Listen for General Meaning, 12, 32, 48, 78, 94, 108, 140, 156, 174






2. Interacting with others in written English in various communicative forms (print, communicative technology, and multimedia CCSS: W.4.6; L.4.1, 3, 6 Emerging 2. Interacting via written English Collaborate with peers on joint writing projects of short informational and literary texts, using technology where appropriate for publishing, graphics, etc.

SE/TE: Writing, 26–27, 42–43, 56–57, 88–89, 102–103, 118–119, 150–151, 168–169, 184–185, 214–215, 228–229, 242–243, 272–273, 288–289, 302–303, 336–337, 354–355, 368–369; Projects, 59, 121, 187, 245, 305, 371 TE only: Leveled Support: Beginning: T26, T42, T56, T88, T102, T118, T150, T168, T184, T214, T228, T242, T272, T288, T302, T336, T354, T368

Expanding 2. Interacting via written English Collaborate with peers on joint writing projects of longer informational and literary texts, using technology where appropriate for publishing, graphics, etc.

SE/TE: Writing Workshop, 62–64, 124–126, 190–192, 248–250, 308–310, 374–378; Writing, 26–27, 42–43, 56–57, 88–89, 102–103, 118–119, 150–151, 168–169, 184–185, 214–215, 228–229, 242–243, 272–273, 288–289, 302–303, 336–337, 354–355, 368–369; Projects, 59, 121, 187, 245, 305, 371 TE only: Leveled Support: Early Intermediate and Intermediate: T26, T42, T56, T62, T88, T102, T118, T124, T150, T168, T184, T190, T214, T228, T242, T248, T272, T288, T302, T308, T336, T354, T368, T374

Bridging 2. Interacting via written English Collaborate with peers on joint writing projects of a variety of longer informational and literary texts, using technology where appropriate for publishing, graphics, etc.

SE/TE: Writing Workshop, 62–64, 124–126, 190–192, 248–250, 308–310, 374–378; Writing, 26–27, 42–43, 56–57, 88–89, 102–103, 118–119, 150–151, 168–169, 184–185, 214–215, 228–229, 242–243, 272–273, 288–289, 302–303, 336–337, 354–355, 368–369; Projects, 59, 121, 187, 245, 305, 371 TE only: Leveled Support: Early Advanced/ Advanced: T26, T42, T56, T62, T88, T102, T118, T124, T150, T168, T184, T190, T214, T228, T242, T248, T272, T288, T302, T308, T336, T354, T368, T374






3. Offering and supporting opinions and negotiating with others in communicative exchanges CCSS: SL.4.1, 6; L.4.1, 3, 6 Emerging 3. Offering opinions Negotiate with or persuade others in conversations using basic learned phrases (e.g., I think . . .), as well as open responses, in order to gain and/or hold the floor.

SE/TE: The Big Question, 12, 32, 48, 78, 94, 108, 140, 156, 174, 206, 220, 234, 264, 278, 294, 324, 342, 360; Think It Over, 19, 37, 51, 81, 97, 113, 145, 163, 177, 209, 223, 237, 267, 283, 297, 331, 349, 361

Expanding 3. Offering opinions Negotiate with or persuade others in conversations using an expanded set of learned phrases (e.g., I agree with X, but . . .), as well as open responses, in order to gain and/or hold the floor, provide counter-arguments, etc.

SE/TE: The Big Question, 12, 32, 48, 78, 94, 108, 140, 156, 174, 206, 220, 234, 264, 278, 294, 324, 342, 360; Think It Over, 19, 37, 51, 81, 97, 113, 145, 163, 177, 209, 223, 237, 267, 283, 297, 331, 349, 361; Discussions, 58, 120, 186, 244, 304, 370

Bridging 3. Offering opinions Negotiate with or persuade others in conversations using a variety of learned phrases (e.g., That’s a good idea. However . . .), as well as open responses, in order to gain and/or hold the floor, provide counter-arguments, elaborate on an idea, etc.

SE/TE: The Big Question, 12, 32, 48, 78, 94, 108, 140, 156, 174, 206, 220, 234, 264, 278, 294, 324, 342, 360; Think It Over, 19, 37, 51, 81, 97, 113, 145, 163, 177, 209, 223, 237, 267, 283, 297, 331, 349, 361; Discussions, 58, 120, 186, 244, 304, 370






4. Adapting language choices to various contexts (based on task, purpose, audience, and text type) CCSS: W.4.4-5; SL.4.1, 6; L.4.1, 3, 6 Emerging 4. Adapting language choices Adjust language choices according to social setting (e.g., playground, classroom) and audience (e.g., peers, teacher) with substantial support.

SE/TE: Writing Workshop, 62–64, 124–126, 190–192, 248–250, 308–310, 374–378; Projects, 58–59, 120–121, 186–187, 244–245, 304–305, 370–371; Listening and Speaking Workshop, 60–61, 122–123, 188–189, 246–247, 306–307, 372–373; Speaking Skills: Use Formal and Informal Language, 61, 123, 189, 247, 307, 373

Expanding 4. Adapting language choices Adjust language choices according to purpose (e.g., persuading, entertaining), task (e.g., telling a story versus explaining a science experiment), and audience with moderate support.

SE/TE: Writing Workshop, 62–64, 124–126, 190–192, 248–250, 308–310, 374–378; Projects, 58–59, 120–121, 186–187, 244–245, 304–305, 370–371; Listening and Speaking Workshop, 60–61, 122–123, 188–189, 246–247, 306–307, 372–373; Speaking Skills: Use Formal and Informal Language, 61, 123, 189, 247, 307, 373

Bridging 4. Adapting language choices Adjust language choices according to purpose, task (e.g., facilitating a science experiment), and audience with light support.

SE/TE: Writing Workshop, 62–64, 124–126, 190–192, 248–250, 308–310, 374–378; Projects, 58–59, 120–121, 186–187, 244–245, 304–305, 370–371; Listening and Speaking Workshop, 60–61, 122–123, 188–189, 246–247, 306–307, 372–373; Speaking Skills: Use Formal and Informal Language, 61, 123, 189, 247, 307, 373; Use Words You Know, 75, 203






B. Interpretive 5. Listening actively to spoken English in a range of social and academic contexts CCSS: SL.4.1-3; L.4.3 Emerging 5. Listening actively Demonstrate active listening of read- alouds and oral presentations by asking and answering basic questions with prompting and substantial support.

SE/TE: Discussions, 58, 120, 186, 244, 304, 370; The Big Question, 12, 32, 48, 78, 94, 108, 140, 156, 174, 206, 220, 234, 264, 278, 294, 324, 342, 360; Listening and Speaking Workshops: Description Guessing Game, 60–61; Give a How-to Presentation, 122–123; Perform a Play, 188–189; Give a Speech, 246–247; TV Talk Show, 306–307; Give an Oral Report, 372–373; Skills: Listen for General Meaning, 12, 32, 48, 78, 94, 108, 140, 156, 174 TE only: Leveled Support: Beginning: T60, T122, T188, T246, T306, T372

Expanding 5. Listening actively Demonstrate active listening of read- alouds and oral presentations by asking and answering detailed questions with occasional prompting and moderate support.

SE/TE: Discussions, 58, 120, 186, 244, 304, 370; The Big Question, 12, 32, 48, 78, 94, 108, 140, 156, 174, 206, 220, 234, 264, 278, 294, 324, 342, 360; Listening and Speaking Workshops: Description Guessing Game, 60–61; Give a How-to Presentation, 122–123; Perform a Play, 188–189; Give a Speech, 246–247; TV Talk Show, 306–307; Give an Oral Report, 372–373; Skills: Listen for General Meaning, 12, 32, 48, 78, 94, 108, 140, 156, 174; Listen for Ideas and Information, 189, 247, 307, 373 TE only: Leveled Support: Early Intermediate and Intermediate: T60, T122, T188, T246, T306, T372






Bridging 5. Listening actively Demonstrate active listening of read- alouds and oral presentations by asking and answering detailed questions with minimal prompting and light support.

SE/TE: Discussions, 58, 120, 186, 244, 304, 370; The Big Question, 12, 32, 48, 78, 94, 108, 140, 156, 174, 206, 220, 234, 264, 278, 294, 324, 342, 360; Listening and Speaking Workshops: Description Guessing Game, 60–61; Give a How-to Presentation, 122–123; Perform a Play, 188–189; Give a Speech, 246–247; TV Talk Show, 306–307; Give an Oral Report, 372–373; Skills: Listen for General Meaning, 12, 32, 48, 78, 94, 108, 140, 156, 174; Listen for Ideas and Information, 189, 247, 307, 373; Listen for Main Points, 206, 220, 234, 264, 278, 294, 324, 342, 360 TE only: Leveled Support: Early Advanced/ Advanced: T60, T122, T188, T246, T306, T372






6. Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language CCSS: RL.4.1-7, 9-10; RI.4.1-7, 9-10; SL.4.2-3; L.4.3, 4, 6 Emerging 6. Reading/viewing closely a) Describe ideas, phenomena (e.g., volcanic eruptions), and text elements (main idea, characters, events, etc.) based on close reading of a select set of grade-level texts with substantial support. b) Use knowledge of frequently-used affixes (e.g., un-, mis-) and linguistic context, reference materials, and visual cues to determine the meaning of unknown words on familiar topics.

SE/TE: A Closer Look at, 20–21, 82–83, 178–179, 362–363; Informational: Think It Over: 19, 51, 81, 97, 209, 237, 267, 297, 361; Fictional: Think It Over, 37, 113, 145, 163, 177, 223, 283, 331, 349; Reading Strategy: identify characters, 174, 177, 180; Strategies: Identify Main Idea and Details, 206, 209, 210; Endings, 31, 77

Expanding 6. Reading/viewing closely a) Describe ideas, phenomena (e.g., animal migration), and text elements (main idea, central message, etc.) in greater detail based on close reading of a variety of grade-level texts with moderate support. b) Use knowledge of morphology (e.g., affixes, roots, and base words), linguistic context, and reference materials to determine the meaning of unknown words on familiar topics.

SE/TE: A Closer Look at, 20–21, 82–83, 178–179, 362–363; Informational: Think It Over: 19, 51, 81, 97, 209, 237, 267, 297, 361; Fictional: Think It Over, 37, 113, 145, 163, 177, 223, 283, 331, 349; Reading Strategy: identify plot and setting, 342, 349, 350; identify sequence of events, 84, 146; identify characters, 174, 177, 180; Strategies: Identify Main Idea and Details, 206, 209, 210; Endings, 31, 77

Bridging 6. Reading/viewing closely a) Describe ideas, phenomena (e.g., pollination), and text elements (main idea, character traits, event sequence, etc.) in detail based on close reading of a variety of grade-level texts with light support. b) Use knowledge of morphology (e.g., affixes, roots, and base words) and linguistic context to determine the meaning of unknown and multiple-meaning words on familiar and new topics.

SE/TE: A Closer Look at, 20–21, 82–83, 178–179, 362–363; Informational: Think It Over: 19, 51, 81, 97, 209, 237, 267, 297, 361; Fictional: Think It Over, 37, 113, 145, 163, 177, 223, 283, 331, 349; Reading Strategy: identify plot and setting, 342, 349, 350; identify sequence of events, 84, 146; identify characters, 174, 177, 180; Strategies: Identify Main Idea and Details, 206, 209, 210; Endings, 31, 77; Build Unit Vocabulary, 4–5, 70–71, 132–133, 198–199, 256–257, 316–317






7. Evaluating how well writers and speakers use language to support ideas and opinions with details or reasons depending on modality, text type, purpose, audience, topic, and content area CCSS: RL.4.3-4, 6; RI.4.2, 6, 8; SL.4.3; L.4.3-6 Emerging 7. Evaluating language choices Describe the specific language writers or speakers use to present or support an idea (e.g., the specific vocabulary or phrasing used to provide evidence) with prompting and substantial support.

SE/TE: For related activities see: Key Words (Words in Context), 8–9, 28–29, 44–45, 74–75, 90–91, 104–105, 136–137, 152–153, 170–171, 202–203, 216–217, 230–231, 260–261, 274–275, 290–291, 320–321, 338–339, 356–357; Reading and Learning Strategies: identify cause and effect, 234, 237, 238; identify fact and opinion, 264, 267, 268; identify problem and solution, 324, 331, 332; compare and contrast, 220, 223, 224; identify main idea and details, 206, 209, 210; identify sequence of events, 84, 146; Writing: Explain a Process, 118–119; Explain How to Do Something, 102–103

Expanding 7. Evaluating language choices Describe how well writers or speakers use specific language resources to support an opinion or present an idea (e.g., whether the vocabulary or phrasing used to provide evidence is strong enough) with prompting and moderate support.







Bridging 7. Evaluating language choices Describe how well writers and speakers use specific language resources to support an opinion or present an idea (e.g., the clarity or appealing nature of language used to present evidence) with prompting and light support.







8. Analyzing how writers and speakers use vocabulary and other language resources for specific purposes (to explain, persuade, entertain, etc.) depending on modality, text type, purpose, audience, topic, and content area CCSS: RL.4.4-5; RI.4.4-5; SL.4.3; L.4.3-6 Emerging 8. Analyzing language choices Distinguish how different words with similar meaning produce different effects on the audience (e.g., describing a character’s actions as whined versus said).

SE/TE: Word Study: Synonyms and Antonyms, 173; also see: Key Words (Words in Context), 8–9, 28–29, 44–45, 74–75, 90–91, 104–105, 136–137, 152–153, 170–171, 202–203, 216–217, 230–231, 260–261, 274–275, 290–291, 320–321, 338–339, 356–357

Expanding 8. Analyzing language choices Distinguish how different words with similar meanings (e.g., describing a character as smart versus an expert) and figurative language (e.g., as big as a whale) produce shades of meaning and different effects on the audience.


Bridging 8. Analyzing language choices Distinguish how different words with related meanings (e.g., fun versus entertaining versus thrilling, possibly versus certainly) and figurative language produce shades of meaning and different effects on the audience.







C. Productive 9. Expressing information and ideas in formal oral presentations on academic topics CCSS: SL.4.4-6; L.4.1, 3, 6 Emerging 9. Presenting Plan and deliver brief oral presentations on a variety of topics and content areas (e.g., retelling a story, explaining a science process, reporting on a current event, recounting a memorable experience, etc.) with substantial support.

SE/TE: Listening and Speaking Workshops: Description Guessing Game, 60–61; Give a How-to Presentation, 122–123; Perform a Play, 188–189; Give a Speech, 246–247; TV Talk Show, 306–307; Give an Oral Report, 372–373; Projects, 59, 121, 187, 245, 305, 371 TE only: Leveled Support: Beginning: T60, T122, T188, T246, T306, T372

Expanding 9. Presenting Plan and deliver longer oral presentations on a variety of topics and content areas (e.g., retelling a story, explaining a science process, reporting on a current event, recounting a memorable experience, etc.) with moderate support.

SE/TE: Listening and Speaking Workshops: Description Guessing Game, 60–61; Give a How-to Presentation, 122–123; Perform a Play, 188–189; Give a Speech, 246–247; TV Talk Show, 306–307; Give an Oral Report, 372–373; Projects, 59, 121, 187, 245, 305, 371 TE only: Leveled Support: Early Intermediate and Intermediate: T60, T122, T188, T246, T306, T372

Bridging 9. Presenting Plan and deliver oral presentations on a variety of topics in a variety of content areas (e.g., retelling a story, explaining a science process, reporting on a current event, recounting a memorable experience, etc.) with light support.

SE/TE: Listening and Speaking Workshops: Description Guessing Game, 60–61; Give a How-to Presentation, 122–123; Perform a Play, 188–189; Give a Speech, 246–247; TV Talk Show, 306–307; Give an Oral Report, 372–373; Projects, 59, 121, 187, 245, 305, 371 TE only: Leveled Support: Early Advanced/ Advanced: T60, T122, T188, T246, T306, T372






10. Writing literary and informational texts to present, describe, and explain ideas and information, using appropriate technology CCSS: W.4.1-10; L.4.1-3, 6 Emerging 10. Writing a) Write short literary and informational texts (e.g., a description of a flashlight) collaboratively (e.g., joint construction of texts with an adult or with peers) and sometimes independently. b) Write brief summaries of texts and experiences using complete sentences and key words (e.g., from notes or graphic organizers).

SE/TE: Writing, 26–27, 42–43, 56–57, 88–89, 102–103, 118–119, 150–151, 168–169, 184–185, 214–215, 228–229, 242–243, 272–273, 288–289, 302–303, 336–337, 368–369 Paraphrasing a Source, 354–355

Expanding 10. Writing a) Write longer literary and informational texts (e.g., an explanatory text on how flashlights work) collaboratively (e.g., joint construction of texts with an adult or with peers) and with increasing independence using appropriate text organization. b) Write increasingly concise summaries of texts and experiences using complete sentences and key words (e.g., from notes or graphic organizers).

SE/TE: Writing Workshop, 62–64, 124–126, 190–192, 248–250, 308–310, 374–378; Writing, 26–27, 42–43, 56–57, 88–89, 102–103, 118–119, 150–151, 168–169, 184–185, 214–215, 228–229, 242–243, 272–273, 288–289, 302–303, 336–337, 368–369 Paraphrasing a Source, 354–355

Bridging 10. Writing a) Write longer and more detailed literary and informational texts (e.g., an explanatory text on how flashlights work) collaboratively (e.g., joint construction of texts with an adult or with peers) and independently using appropriate text organization and growing understanding of register. b) Write clear and coherent summaries of texts and experiences using complete and concise sentences and key words (e.g., from notes or graphic organizers).

SE/TE: Writing Workshop, 62–64, 124–126, 190–192, 248–250, 308–310, 374–378; Writing, 26–27, 42–43, 56–57, 88–89, 102–103, 118–119, 150–151, 168–169, 184–185, 214–215, 228–229, 242–243, 272–273, 288–289, 302–303, 336–337, 368–369; Projects, 59, 121, 187, 245, 305, 371; Paraphrasing a Source, 354–355






11. Supporting own opinions and evaluating others’ opinions in speaking and writing CCSS: W.4.1, 4, 9-10; SL.4.4, 6; L.4.1-3, 6 Emerging 11. Supporting opinions a) Support opinions by expressing appropriate/accurate reasons using textual evidence (e.g., referring to text) or relevant background knowledge about content with substantial support. b) Express ideas and opinions or temper statements using basic modal expressions (e.g., can, will, maybe).

SE/TE: Writing: Write a Persuasive Business Letter, 214–215; Write an Advertisement, 228–229; Write a Persuasive Brochure, 242–243; Writing Workshop: Write a Review, 248–250; Listening and Speaking Workshop, 60–61, 122–123, 188–189, 246–247, 306–307, 372–373 TE only: Leveled Support: Beginning, T214, T228, T242, T248

Expanding 11. Supporting opinions a) Support opinions or persuade others by expressing appropriate/accurate reasons using some textual evidence (e.g., paraphrasing facts) or relevant background knowledge about content with moderate support. b) Express attitude and opinions or temper statements with familiar modal expressions (e.g., maybe/probably, can/must).

SE/TE: Writing: Write a Persuasive Business Letter, 214–215; Write an Advertisement, 228–229; Write a Persuasive Brochure, 242–243; Writing Workshop: Write a Review, 248–250; Listening and Speaking Workshop, 60–61, 122–123, 188–189, 246–247, 306–307, 372–373 TE only: Leveled Support: Early Intermediate and Intermediate, T214, T228, T242, T248

Bridging 11. Supporting opinions a) Support opinions or persuade others by expressing appropriate/accurate reasons using detailed textual evidence (e.g., quotations or specific events from text) or relevant background knowledge about content with light support. b) Express attitude and opinions or temper statements with nuanced modal expressions (e.g., probably/certainly, should/would) and phrasing (e.g., In my opinion . . .).

SE/TE: Writing: Write a Persuasive Business Letter, 214–215; Write an Advertisement, 228–229; Write a Persuasive Brochure, 242–243; Writing Workshop: Write a Review, 248–250; Listening and Speaking Workshop, 60–61, 122–123, 188–189, 246–247, 306–307, 372–373 TE only: Leveled Support: Early Advanced/ Advanced, T214, T228, T242, T248






12. Selecting and applying varied and precise vocabulary and language structures to effectively convey ideas CCSS: W.4.4-5; SL.4.4, 6; L.4.1, 3, 5-6 Emerging 12. Selecting language resources a) Use a select number of general academic and domain-specific words to create precision while speaking and writing. b) Select a few frequently used affixes for accuracy and precision (e.g., She walks, I’m unhappy.).

SE/TE: Build Unit Vocabulary, 4–5, 70–71, 132–133, 198–199, 256–257, 316–317; Key Words (Words in Context), 8–9, 28–29, 44–45, 74–75, 90–91, 104–105, 136–137, 152–153, 170–171, 202–203, 216–217, 230–231, 260–261, 274–275, 290–291, 320–321, 338–339, 356–357; Academic Words (Words in Context), 10, 30, 46, 76, 92, 106, 138, 154, 172, 204, 218, 232, 262, 276, 292, 322, 340, 358; How to Build Vocabulary, 385 Also see the Leveled Support instruction found in the teacher’s edition at the beginning of selections. Support is provided for beginning, early intermediate, intermediate, and advanced proficiency levels.

Expanding 12. Selecting language resources a) Use a growing number of general academic and domain-specific words, synonyms, and antonyms to create precision and shades of meaning while speaking and writing. b) Select a growing number of frequently used affixes for accuracy and precision (e.g., She walked. He likes . . . , I’m unhappy.).







Bridging 12. Selecting language resources a) Use a wide variety of general academic and domain-specific words, synonyms, antonyms, and figurative language to create precision and shades of meaning while speaking and writing. b) Select a variety of appropriate affixes for accuracy and precision (e.g., She’s walking. I’m uncomfortable. They left reluctantly.).







Part II: Learning About How English Works A. Structuring Cohesive Texts 1. Understanding text structure CCSS: RL.4.5; RI.4.5; W.4.1-5; SL.4.4 Emerging 1. Understanding text structure Apply understanding of how different text types are organized to express ideas (e.g., how a narrative is organized sequentially) to comprehending texts and writing basic texts.

SE/TE: Reading Strategy: identify plot and setting, 342, 349, 350; identify sequence of events, 84, 146; Link the Readings, 58, 120, 186, 244, 304, 370; Writing Workshop, 62–64, 124–126, 190–192, 248–250, 308–310, 374–378

Expanding 1. Understanding text structure Apply increasing understanding of how different text types are organized to express ideas (e.g., how a narrative is organized sequentially with predictable stages versus how an explanation is organized around ideas) to comprehending texts and writing texts with increasing cohesion.

SE/TE: Reading Strategy: identify plot and setting, 342, 349, 350; identify sequence of events, 84, 146; identify cause and effect, 234, 237, 238; identify fact and opinion, 264, 267, 268; identify problem and solution, 324, 331, 332; summarize, 360, 361, 364; Write a Persuasive Business Letter, 214–215; Write an Advertisement, 228–229; Write a Persuasive Brochure, 242–243; Writing Workshop: Write a Review, 248–250

Bridging 1. Understanding text structure Apply understanding of how different text types are organized to express ideas (e.g., how a narrative is organized sequentially with predictable stages versus how opinions/arguments are structured logically, grouping related ideas) to comprehending texts and writing cohesive texts.

SE/TE: Reading Strategy: identify plot and setting, 342, 349, 350; identify sequence of events, 84, 146; identify cause and effect, 234, 237, 238; identify fact and opinion, 264, 267, 268; identify problem and solution, 324, 331, 332; summarize, 360, 361, 364; Write a Persuasive Business Letter, 214–215; Write an Advertisement, 228–229; Write a Persuasive Brochure, 242–243; Writing Workshop: Write a Review, 248–250






2. Understanding cohesion CCSS: RL.4.5; RI.4.5; W.4.1-4; SL.4.4; L.4.1, 3 Emerging 2. Understanding cohesion a) Apply basic understanding of language resources for referring the reader back or forward in text (e.g., how pronouns refer back to nouns in text) to comprehending texts and writing basic texts. b) Apply basic understanding of how ideas, events, or reasons are linked throughout a text using everyday connecting words or phrases (e.g., first, yesterday) to comprehending texts and writing basic texts.

SE/TE: Reading Strategy: identify characters, 174, 177, 180; identify plot and setting, 342, 349, 350; identify sequence of events, 84, 146; identify cause and effect, 234, 237, 238; identify fact and opinion, 264, 267, 268; identify problem and solution, 324, 331, 332; summarize, 360, 361, 364; Writing Workshop: How-to Essay, 124–126; Listening and Speaking Workshop: How-to Presentation, 122–123; Pronouns, 166–167; Time-Order Transition Words, 100–101 Also see the Leveled Support instruction found in the teacher’s edition at the beginning of selections. Support is provided for beginning, early intermediate, intermediate, and advanced proficiency levels.

Expanding 2. Understanding cohesion a) Apply growing understanding of language resources for referring the reader back or forward in text (e.g., how pronouns or synonyms refer back to nouns in text) to comprehending texts and writing texts with increasing cohesion. b) Apply growing understanding of how ideas, events, or reasons are linked throughout a text using a variety of connecting words or phrases (e.g., since, next, for example) to comprehending texts and writing texts with increasing cohesion.







Bridging 2. Understanding cohesion a) Apply increasing understanding of language resources for referring the reader back or forward in text (e.g., how pronouns, synonyms, or nominalizations refer back to nouns in text) to comprehending texts and writing cohesive texts. b) Apply increasing understanding of how ideas, events, or reasons are linked throughout a text using an increasing variety of academic connecting and transitional words or phrases (e.g., for instance, in addition, at the end) to comprehending texts and writing cohesive texts.







B. Expanding and Enriching Ideas 3. Using verbs and verb phrases CCSS: W.4.5; SL.4.6; L.4.1, 3, 6 Emerging 3. Using verbs and verb phrases Use various verbs/verb types (e.g., doing, saying, being/having, thinking/feeling) and tenses appropriate for the text type and discipline (e.g., simple past for recounting an experience) for familiar topics.

SE/TE: Grammar: Verbs: 24–25, 40–41, 54–55 TE only: Leveled Support: Beginning: T24, T40, T54

Expanding 3. Using verbs and verb phrases Use various verbs/verb types (e.g., doing, saying, being/having, thinking/feeling) and tenses appropriate for the task, text type, and discipline (e.g., simple past for retelling, timeless present for science explanation) for an increasing variety of familiar and new topics.

SE/TE: Grammar: Verbs: 24–25, 40–41, 54–55, 300–301 TE only: Leveled Support: Early Intermediate and Intermediate: T24, T40, T54, T300

Bridging 3. Using verbs and verb phrases Use various verbs/verb types (e.g., doing, saying, being/having, thinking/feeling) and tenses appropriate for the task and text type (e.g., timeless present for science explanation, mixture of past and present for historical information report) for a variety of familiar and new topics.

SE/TE: Grammar: Verbs: 24–25, 40–41, 54–55, 300–301 TE only: Leveled Support: Early Advanced/ Advanced: T24, T40, T54, T300






4. Using nouns and noun phrases CCSS: W.4.5; SL.4.6; L.4.1, 3, 6 Emerging 4. Using nouns and noun phrases Expand noun phrases in simple ways (e.g., adding an adjective) in order to enrich the meaning of sentences and add details about ideas, people, things, etc.

SE/TE: Grammar: Nouns, 148–149, 166–167, 270–271; Adjectives, 116–117, 212–213, 226–227 TE only: Leveled Support: Beginning: Beginning: T116, T148, T166, T212, T226, T270

Expanding 4. Using nouns and noun phrases Expand noun phrases in a variety of ways (e.g., adding adjectives to noun phrases or simple clause embedding) in order to enrich the meaning of sentences and add details about ideas, people, things, etc.

SE/TE: Grammar: Nouns, 148–149, 166–167, 270–271; Adjectives, 116–117, 212–213, 226–227 TE only: Leveled Support: Early Intermediate and Intermediate: T116, T148, T166, T212, T226, T270

Bridging 4. Using nouns and noun phrases Expand noun phrases in an increasing variety of ways (e.g., adding general academic adjectives and adverbs to noun phrases or more complex clause embedding) in order to enrich the meaning of sentences and add details about ideas, people, things, etc.

SE/TE: Grammar: Nouns, 148–149, 166–167, 270–271; Adjectives, 116–117, 212–213, 226–227 TE only: Leveled Support: Early Advanced/ Advanced: T116, T148, T166, T212, T226, T270






5. Modifying to add details CCSS: W.4.5; SL.4.4, 6; L.4.1, 3, 6 Emerging 5. Modifying to add details Expand sentences with familiar adverbials (e.g., basic prepositional phrases) to provide details (e.g., time, manner, place, cause, etc.) about a familiar activity or process (e.g., They walked to the soccer field.).

SE/TE: Grammar: Adverbs, 240–241; Prepositional Phrases, 286–287 TE only: Leveled Support: Beginning: T240, T286

Expanding 5. Modifying to add details Expand sentences with a growing variety of adverbials (e.g., adverbs, prepositional phrases) to provide details (e.g., time, manner, place, cause, etc.) about a familiar or new activity or process (e.g., They worked quietly. They ran across the soccer field.).

SE/TE: Grammar: Adverbs, 240–241; Prepositional Phrases, 286–287 TE only: Leveled Support: Early Intermediate/ Intermediate: T240, T286

Bridging 5. Modifying to add details Expand sentences with a variety of adverbials (e.g., adverbs, adverb phrases, prepositional phrases) to provide details (e.g., time, manner, place, cause, etc.) about a variety of familiar and new activities and processes (e.g., They worked quietly all night in their room.).

SE/TE: Grammar: Adverbs, 240–241; Prepositional Phrases, 286–287 TE only: Leveled Support: Early Advanced/ Advanced: T240, T286






C. Connecting and Condensing Ideas 6. Connecting ideas CCSS: W.4.1-3, 5; SL.4.4, 6; L.4.1, 3, 6 Emerging 6. Connecting ideas Combine clauses in a few basic ways to make connections between and join ideas in sentences (e.g., creating compound sentences using coordinate conjunctions, such as and, but, so).

SE/TE: Compound Sentences, 334–335; also see: Writing Workshop, 62–64, 124–126, 190–192, 248–250, 308–310, 374–378 TE only: Leveled Support: Beginning: T334

Expanding 6. Connecting ideas Combine clauses in an increasing variety of ways (e.g., creating complex sentences using familiar subordinate conjunctions) to make connections between and join ideas in sentences, for example. to express cause/effect (e.g., The deer ran because the mountain lion came.) or to make a concession (e.g., She studied all night even though she wasn’t feeling well.).

SE/TE: Compound Sentences, 334–335; Complex Sentences, 366–367; also see: Writing Workshop, 62–64, 124–126, 190–192, 248–250, 308–310, 374–378 TE only: Leveled Support: Early Intermediate/ Intermediate: T334, T366

Bridging 6. Connecting ideas Combine clauses in a wide variety of ways (e.g., creating complex sentences using a variety of subordinate conjunctions) to make connections between and join ideas, for example, to express cause/effect (e.g., Since the lion was at the waterhole, the deer ran away.), to make a concession, or to link two ideas that happen at the same time (e.g., The cubs played while their mother hunted.).

SE/TE: Compound Sentences, 334–335; Complex Sentences, 366–367; also see: Writing Workshop, 62–64, 124–126, 190–192, 248–250, 308–310, 374–378 TE only: Leveled Support: Early Advanced/ Advanced: T334, T366






7. Condensing ideas CCSS: W.4.1-3, 5; SL.4.4, 6; L.4.1, 3, 6 Emerging 7. Condensing ideas Condense clauses in simple ways (e.g., through simple embedded clauses as in, The woman is a doctor. She helps children. The woman is a doctor who helps children.) to create precise and detailed sentences.

SE/TE: Writing Workshop, 62–64, 124–126, 190–192, 248–250, 308–310, 374–378 Also see the Leveled Support instruction found in the teacher’s edition at the beginning of selections. Support is provided for beginning, early intermediate, intermediate, and advanced proficiency levels.

Expanding 7. Condensing ideas Condense clauses in an increasing variety of ways (e.g., through a growing number of embedded clauses and other condensing as in, The dog ate quickly. The dog choked. The dog ate so quickly that it choked.) to create precise and detailed sentences.

SE/TE: Projects: Writing, 59, 121, 187, 245, 305, 371; Writing Workshop, 62–64, 124–126, 190–192, 248–250, 308–310, 374–378 Also see the Leveled Support instruction found in the teacher’s edition at the beginning of selections. Support is provided for beginning, early intermediate, intermediate, and advanced proficiency levels.

Bridging 7. Condensing ideas Condense clauses in a variety of ways (e.g., through various types of embedded clauses and other ways of condensing as in, There was a Gold Rush. It began in the 1850s. It brought a lot of people to California. The Gold Rush that began in the 1850s brought a lot of people to California.) to create precise and detailed sentences.

SE/TE: Projects: Writing, 59, 121, 187, 245, 305, 371; Writing Workshop, 62–64, 124–126, 190–192, 248–250, 308–310, 374–378 Also see the Leveled Support instruction found in the teacher’s edition at the beginning of selections. Support is provided for beginning, early intermediate, intermediate, and advanced proficiency levels.

Section 2: Elaboration on Critical Principles for Developing Language & Cognition in Academic Contexts Part III: Using Foundational Literacy Skills CCSS: RF.K-1.1-4; RF.2-4.3-4 (as appropriate) Foundational Literacy Skills: Literacy in an Alphabetic Writing System Print concepts Phonological awareness Phonics & word recognition Fluency

SE/TE: Phonics, 11, 47, 107, 139, 155, 205, 233, 277, 293, 323; Fluency, 65, 127, 193, 251, 311, 379; Word Study, 31, 77, 93, 173, 219, 263, 359